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Page 1
10/31/2005
SCHOOL IMPROVEMENT PLAN
2005-2006
School Name: 7341 - Miami Jackson Senior High School FeederPattern:
Miami Jackson Senior
Region:
Regional Center IV
District:
13 - Miami-Dade
Principal: Adult/VocationalPrincipal:
Deborah Love Judy Hunter
Superintendent:
Rudolph F. Crew, Ed.D.
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SCHOOL IMPROVEMENT PLAN EXECUTIVE SUMMARY
Miami Jackson Senior High School
In order to cultivate the changes necessary to advance high achievement while eliminating low performance, Miami
Jackson Senior High School with a current enrollment of 1734, will institute an instructional program with a strong
focus on literacy from ninth to twelfth grade. Common instructional reading materials with demonstrated success that
include research-based READ 180 and Read XL and other supplementary programs such as Reading PLUS, will be
employed at the school as well as supplemental materials and literacy intervention across grade levels. A structured
curriculum will be delivered through instruction that is driven by data and continuous assessment of student progress.
A strong emphasis will be placed on monitoring the progress of students through a variety of assessments to include
bi-weekly and monthly assessments which will yield student performance data that will be carefully analyzed and
used to differentiate instruction.
Data collected from the School Improvement Zone Senior High Schools indicates that as the students transition from
one level to another their academic achievement scores decrease. The grade ten data at Miami Jackson shows a ten
percent increase in the number of Level I students; however, there was a 13 percent increase in the percent of students
making learning gains in the lowest 25 percent. As a response to this data, Miami Jackson Senior High School has
initiated a Transition Academy that engages ninth grade students in developmentally appropriate activities based on
acquiring knowledge, skills, and abilities to promote effective, lifelong career development. The Transition Academy
will foster smooth transitions for students as they enter senior high school. As part of the transition of school-to-
career, Miami Jackson Senior High School will participate in a Career Fair, which will be held each year in April.
This Career Fair will bring together students and community businesses in an effort to develop a real-life connection
between students’ work in school and their choice of career. In addition, Miami Jackson Senior High School will
focus on their progress towards High School Reform. Furthermore, as a part of this initiative, the school is currently
implementing a Smaller Learning Communities Grant. This grant is a three-year initiative designed to transform
Miami Jackson into educational centers comprised of highly-challenging, career academy oriented, smaller learning
communities utilizing proven strategies by partnering with our current magnet, the Academy of International Business
and Finance (AIBF). AIBF, is a research-based, career academy whose frameworks have a proven track record for
academic excellence. Miami Jackson students have the opportunity to enroll in dual enrollment courses on our
campus as well as local universities. As a result, we have developed working relationships with local universities
which provide outreach programs, test prep programs, tutoring and summer enrichment programs.
Students in grades nine to twelve will be required to complete an annual comprehensive project that will bring
concrete purpose and meaning to a wide range of content areas. Student research projects will further prepare them
for life beyond the secondary school experience by requiring independent research, planning, writing and
presentation. Research projects will be required of each Miami Jackson Senior High School student as a part of a
promotional activity to be completed and presented at the end of the school year.
Given instruction based on the Sunshine State Standards, students in grades nine and ten will improve
their reading skills as evidenced by 44 percent scoring at a Level 3 or higher on the 2006 administration of
the FCAT Reading Test.
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Given instruction based on the Sunshine State Standards, Black students will improve their reading skills
as evidenced by 44 percent scoring at a Level 3 or higher on the 2006 administration of the FCAT Reading
Test.
Given instruction based on the Sunshine State Standards, Hispanic students will improve their reading
skills as evidenced by 44 percent scoring at a Level 3 or higher on the 2006 administration of the FCAT
Reading Test.
Given instruction based on the Sunshine State Standards, students receiving free or reduced lunch will
improve their reading skills as evidenced by 44 percent scoring at a Level 3 or higher on the 2006
administration of the FCAT Reading Test.
Given instruction based on the Sunshine State Standards, Limited English Proficient students will improve
their reading skills as evidenced by 44 percent scoring at a Level 3 or higher on the 2006 administration of
the FCAT Reading Test.
Given instruction based on the Sunshine State Standards, Students with Disabilities will improve their
reading skills as evidenced by 44 percent scoring at a Level 3 or higher on the 2006 administration of the
FCAT Reading Test.
Given instruction based on the Sunshine State Standards, students in grades nine and ten will improve
their mathematics skills as evidenced by 50 percent scoring at a Level 3 or higher on the 2006
administration of the FCAT Mathematics Test.
Given instruction based on the Sunshine State Standards, Black students will improve their mathematics
skills as evidenced by 50 percent scoring at a Level 3 or higher on the 2006 administration of the FCAT
Mathematics Test.
Given instruction based on the Sunshine State Standards, Hispanic students will improve their
mathematics skills as evidenced by 50 percent scoring at a Level 3 or higher on the 2006 administration of
the FCAT Mathematics Test.
Given instruction based on the Sunshine State Standards, students receiving free or reduced lunch will
improve their mathematics skills as evidenced by 50 percent scoring at a Level 3 or higher on the 2006
administration of the FCAT Mathematics Test.
Given instruction based on the Sunshine State Standards, Limited English Proficient students will improve
their mathematics skills as evidenced by 50 percent scoring at a Level 3 or higher on the 2006
administration of the FCAT Mathematics Test.
Given instruction based on the Sunshine State Standards, Students with Disabilities will improve their
mathematics skills as evidenced by 50 percent scoring at a Level 3 or higher on the 2006 administration of
the FCAT Mathematics Test.
Given instruction based on the Sunshine State Standards, students in grade ten will improve their writing
skills as evidenced by 81 percent of the students achieving high standards of 4.0 or above on the 2006
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administration of the FCAT Writing Plus Test.
Given instruction based on Sunshine State Standards, students in grade 11 will improve their Science
skills as evidenced by an increase in the mean scale score to meet or exceed the District’s mean scale
score.
Given the school wide emphasis on parental and community involvement, the school will demonstrate a
five percent increase in parental and community interaction as evidenced by comparing the parent
attendance rosters for the 2004-2005 and 2005-2006 school years.
Given an emphasis on a safe and orderly environment, student behavior will improve as evidenced by a
ten percent decrease in the number of outdoor suspensions during the 2005–2006 school year as compared
to the 2004–2005 school year.
Given an emphasis on the use of technology in education, students and teachers will increase their usage
of the technology programs and edusoft reports, as evidence by a five percent increase as compared to the
2004-2005 school year STaR report.
Given instruction based on the M-DCPS mandated FITNESSGRAM standards, students in grades 9-12
will increase the amount of overall awards by three percent based on the 2005-2006 administration of the
FITNESSGRAM test.
Given emphasis on the benefits of participating in Advanced Academic programs, the number of students
enrolled in honors and Advanced Placement courses will increase by five percent during the 2005-2006
school year as compared to the 2004-2005 school year of five percent schoolwide.
Miami Jackson Senior High School will improve its ranking on the State of Florida Return on Investment
(ROI) index publication from the 12th percentile in 2003 to the 14th percentile on the next publication of
the index.
Given emphasis on the importance and benefits of graduating from high school, the graduation rate will
increase one percent during the 2005-2006 school year as compared to the 2004-2005 school year.
Miami Jackson Senior High School, as a member of the School Improvement Zone, recognizes that good instruction
is the foundation that fosters learning. Site-based professional development will be delivered by teams of specialists
to ensure effective implementation of professional development activities in classroom instruction. School site
administrators, as the instructional leaders of the schools, will be involved in the professional development activities
in order to effectively monitor instruction. The administrative team for the School Improvement Zone will be at the
core of the professional development effort, monitoring and supporting the direct services to Miami Jackson Senior
High.
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10/31/2005
As indicated by the results of the Organizational Performance Improvement Snapshot Survey, the two areas of needed
focus are finances of the organization and staff input into organizational planning. In order to improve these areas,
administration will meet with small groups of staff members on a monthly basis to share ideas and seek input. In
addition, a school budget workshop will be provided at an EESAC meeting as well as ongoing financial updates at
faculty meetings.
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MIAMI-DADE COUNTY PUBLIC SCHOOLS
VISION
We are committed to provide educational excellence for all.
MISSION
We provide the highest quality education so that all of our students are empowered to lead productive and fulfilling
lives as lifelong learners and responsible citizens.
CORE VALUES
Excellence
We pursue the highest standards in academic achievement and organizational performance.
Integrity
We build positive relationships through honesty, respect and compassion, which enhance the self-esteem, safety, and
well-being of our students, families and staff.
Equity
We foster an environment that serves all students and aspires to eliminate the achievement gap.
Citizenship
We honor the diversity of our community by working as a team to ensure the educational success of all of our
students and recognize that our obligations go beyond our professional responsibilities to promote democratic
principles.
Miami Jackson Senior High School
VISION
Our vision is to be the high school of choice for all students in our community by providing students preparation
essential for their entry into institutions of high learning, vocational programs, or the workforce.
MISSION
Our mission is to provide the optimal learning environment through our commitment to excellence and to facilitate
the full integration of our students into a rapidly changing, technological, and increasingly complex multicultural
society.
CORE VALUES
Excellence-We pursue the highest standards in academic achievement and organizational performance.
Integrity-We build positive relationships through honesty, respect and compassion, which will enhance the self-
esteem, safety, and well being of our students, families and staff.
Equity-We foster an environment that serves all students and aspires to eliminate the achievement gap.
Citizenship-We honor the diversity of our community by working as a team to ensure the educational success of all
of our students and recognize that our obligations go beyond our professional responsibilities to promote democratic
principles.
Quality-We are dedicated to quality: quality of service, quality of relationships, and quality of communications. We
believe that we should be, for all who are involved, a place of realized potential; we believe that our responsibility is
to our students, employees, and to the community and the society that we serve.
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School Demographics
Miami Jackson Senior High School is situated on 22 acres in Northwest Miami-Dade County, where it sits amid a reviving small
business community. The school originally built in 1922 is slated for a replacement school currently under construction and is
scheduled to open in 2008. Most of the families have low socio-economic status and 75 percent of students are classified as
economically disadvantaged according to free and reduced lunch applications. As a result, the school generates Title I funding.
The majority of the student population is first or second generation immigrants and represents many Caribbean, Central and South
American countries. The current population is 1743 students and the ethnic/racial makeup of the student population is one percent
White, 47 percent Black and 52 percent Hispanic. Student stability is low as evidenced by a mobility rate index of 45 percent. The
student population includes standard curriculum students (73 percent), ESE students (15 percent) and ESOL students (12 percent).
The ethnically and culturally diverse community surrounding the school provides a myriad of opportunities to positively impact
students and the community.
The school offers several specialized programs such as an Exceptional Student Education (ESE) program. The ESE program
services 205 students from various exceptionalities and includes a Bertha Abess Program. The English for Speakers of Other
Languages (ESOL) program serves 230 students of various nationalities and assists students with language acquisition. In
addition, Advanced Placement and dual enrollment courses are offered at the school and at local universities. The Academy for
International Business and Finance which is a National Academy Foundation magnet program, School-To-Career curriculum, and
vocational programs that include, drafting, nursing, auto repair, child care and an award winning art program help to make-up the
schools’ current High School Reform initiative which currently includes a Smaller Learning Communities grant.
The school also provides parents information about choice options: public school choice with transportation due to No Child Left
Behind (NCLB). All of the instructional staff are certified and qualified. The demographics of our current instructional staff are as
follows: 102 teachers comprised of 53 females and 49 males; 49 percent Black, 28 percent Hispanic, 20 percent White and three
percent other; four teacher aides with 75 percent being female and 25 percent male; seven counselors with 71 percent African
American and 29 percent Hispanic. Fifty-eight staff members have Master Degrees, four have Specialists, and four have Ph.D.
Degrees. Two teachers are currently seeking National Board Certification. There are three assistant principals, two of whom are
new, and there currently exists an opening for a vice principal.
Attendance and a high mobility rate continue to be challenges at Miami Jackson. Although parental involvement has increased,
ongoing efforts need to be made to increase the connection among the home, school and community. Miami Jackson strives to
meet the social and academic needs of all students.
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School Foundation
Leadership:
According to the Organizational Performance Improvement Snapshot Survey (OPIS) results more than 80 percent of
the respondents indicated that they were aware of the school’s mission and that the organization’s supervisor shares
information about the school. Overall 74 percent of the responses indicated agreement with how the leadership is
setting the direction for the school and how employees are involved with the operation of the school. The results of
the Organizational Performance Survey indicate the average score is 4.0 on Leadership.
District Strategic Planning Alignment:
Results of the Organizational Performance Improvement Snapshot Survey (OPIS)indicated that 61 percent of the
staff members agreed with the strategic planning of the school. More than 50 percent indicated that they were aware
of how the organization’s plan affects their work, know if the school was making progress with our plan and their
ideas were included in future plans. The results of the Organizational Performance Survey indicate the average score
is 3.7 on Strategic Planning.
Stakeholder Engagement:
The staff members of Miami Jackson indicated on the survey that 76 percent felt satisfied with the customer and
market focus efforts of the school. Responses indicated that more than 73 percent of staff know who the most
important customers are, keep in touch with them and felt that the customers told them what they needed. The
results of the Organizational Performance Improvment Snapshot Survey (OPIS)indicate the average score is 4.1 on
Customer and Market Focus.
Faculty & Staff:
The faculty and staff of Miami Jackson agree with the human resource focus of the school at this time. The survey
results showed that more than 70 percent of staff believe they can make changes that will improve their work, that
people cooperate as a team and the workplace is safe.
Miami Jackson Senior High School's Teacher Mentoring Program ascribes to the policies and procedures set forth in
the District’s PACES manual. At the onset of the school year, new teachers are identified and scheduled to
participate in both District and site-sponsored orientations to familiarize them with Miami Dade County’s policies
and procedures and facilitate their success in their new environments. Then annual contract teachers are assigned a
Professional Growth Team comprised of members that are mutually agreed upon by them and the site administration.
Mentor teachers are assigned to all teachers new to the school, and they are provided opportunities so that they can
assist annual teachers throughout the year. Each beginning teacher receives a manual to assist them, and meetings
are held monthly to assist them throughout the school year. The results of the Organizational Performance Survey
indicate the average score is 3.9 on Human Resource Focus.
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Data/Information/Knowledge Management:
According to the Organizational Performance Improvement Snapshot Survey (OPIS) results, 83 percent of the
responses agreed with the measurement, analysis and knowledge management of the school. Ninety-two percent
felt they knew how to measure the quality of their work. In addition, the majority indicated that they knew how to
measure, analyze, and use the data about the quality of their work to make decisions. The results of the
Organizational Performance Survey indicate the average score is 4.2 on Measurement, Analysis, and Knowledge
Management.
Education Design:
Extended Learning Opportunities:
Extended learning opportunities include a school wide initiative during an extended school day. All students in
grade nine and ten utilize Reading Plus to increase fluency as well as the Bluford Reading Series to reinforce the
tested benchmarks and to instill lifelong reading. Grade eleven and twelve students who have not mastered the
FCAT benchmarks are also provided guided lessons. All groups are scheduled by FCAT performance levels and
participate in school wide mini-assessments that are used for data collection and to help plan for instructional
activities. Additional activities include: pullout tutorials, after school tutorials and Saturday school, summer school
and a Thirteenth Year Program. Students who have mastered the required state benchmarks are afforded the
opportunity to take enrichment courses during the extended day such as: SAT Preparation, African American
History, Psychology, Basketball and dual enrollment courses. The results of the Organizational Performance Survey
(OPIS)indicate the average score is 3.8 on Process Management.
School-wide Improvement Model:
The Continuous Improvement Model (CIM) is used at Miami Jackson Senior High School. It is a data-driven, results
oriented school reform that successfully implements data driven instruction. Members of the leadership team meet to
discuss, review and initiate plans to improve classroom instruction. Components include Curriculum Maps and
Instructional Focus Calendars.
Advanced Courses Initiatives & Post Unitary Commitments:
Miami Jackson currently offers honors courses in all of the core areas and has increased enrollment in these courses
by five percent. Advanced Placement offering have increased from ten courses to fourteen this year. New courses
are Advanced Placement Biology, Chemistry, Physics and World History. Strategies have been developed to identify
students with advanced academic potential, and these students were given the opportunity to participate in a special
PSAT course for English and mathematics this past summer. In addition, the student services staff work closely with
the feeder pattern schools to develop and foster potential advanced students.
Performance Results:
As a result of the School Improvement Plan initiative, the school has been able to improve its grade, which had a
positive impact schoolwide. The plan has provided the academic focus needed to make improvement and helps to
guide the school’s efforts. Staff members are aware of their role in the process. However, attendance and discipline
are the two areas that are in need of further improvement. This year the entire staff has united to write a new
safety/discipline plan. As a result, discipline issues as it relates to tardies and student identification have improved
markedly since last year. We are now targeting truant students and providing alternatives to outdoor suspensions.
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The results of the Organizational Performance Snapshot Survey (OPIS) indicate the average score is 3.9 on Business
Results.
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Additional RequirementsOnly for schools under state sanction
• High Quality, Highly Qualified Teachers:
Miami Jackson Senior High School has worked closely with MDCPS and the School Improvement Zone to attract and retain
high-quality, highly qualified teachers. During the past year, Miami Jackson participated in two School Improvement Zone
recruitment fairs. As a result, the school was able to fill the majority of our openings for the 2005-2006 school year. In addition,
teachers from Teach for America have also been recruited. Every effort is being made to assist teachers new to MDCPS and
beginning teachers to make their experience a rewarding one. These teachers all have mentors and meet on a regular basis with
administrators to provide ongoing support.
• Highly Qualified, Certified Administrators:
Deborah Love, Principal
Ms. Love has a bachelor of Fine Arts degree from Carlow College and a Master of Science degree in mathematics from the
University of Miami and holds certification in secondary administration. She has 27 years of experience in Miami-Dade County
Public School Schools. She has 17 years experience as a mathematics classroom teacher, two years as a curriculum resource
specialist, six as a secondary assistant principal, one as a vice principal and she is currently in her second year as a principal. Her
career has been devoted to secondary students with a focus on curriculum and school improvement. Her professional recognition
and awards include: Teacher of the Year at Miami Northwestern Senior High School, Florida District Key International Recipient
of the “Harvey M. Culkis – Outstanding Faculty Advisor” and Region III Steering Committee Chairperson for Assistant
Principals. Ms. Love has provided professional development in the areas of School Improvement, Master Scheduling and
mathematics. She is currently the Lead Principal for the Miami Jackson and Booker T. Washington feeder patterns for the School
Improvement Zone.
Gregory Bethune, Assistant Principal
Mr. Gregory Bethune, Assistant Principal at Miami Jackson Senior High School has eleven years of educational experience. He
attained his Bachelor of Science in Elementary Education from Florida A&M University and a Master of Science degree in
Elementary Education from Nova Southeastern University. He has taught on both the elementary and secondary levels. Mr.
Bethune served as administrative assistant for two years at Charles R. Drew Middle School. During his tenure with M-DCPS, Mr.
Bethune has worked as mathematics department chair, team leader, EESAC Chairperson, Student Services Department
Chairperson, Discipline Committee Chairperson and Test Chairperson. He was the 2003 Teacher of the Year at Westview
Elementary and adjunct professor at Barry University.
Eulalee Sleight, Assistant Principal
Ms. Sleight is a new assistant principal at Miami Jackson Senior High School. She has served as a temporary assistant principal
at Miami Palmetto Adult and Community Education Center and science department chairperson for four of her nine year tenure at
Miami Carol City Senior High School. She obtained her undergraduate degrees from Florida Atlantic University in Biological
Sciences and her master’s degree from Nova Southeastern University in Educational Leadership. Ms. Sleight is currently
pursuing her doctoral degree in Higher Education Administration at Barry University. During the time spent at Miami Carol City
Senior High School, Ms. Sleight has seen a steady increase in science achievement. She has served as Facilitator of the School
Improvement Team, Clinical Supervisor for interns, advisor for Future Educators of America, a presenter for various school site
workshops and lead faculty member in the creation and the implementation of the first curriculum map in science at Miami Carol
City Senior. Ms. Sleight was selected for four consecutive years for Who’s Who Among America’s Teachers and as Science
Teacher of the Year at Miami Carol City Senior High in 2002-2003. She currently serves as an adjunct professor at Miami Dade
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College, where she teaches writing and reading courses.
Evelyn Torres-McHale, Assistant Principal
Ms. Evelyn Torres-McHale has a Bachelor of Science degree from Florida State University and a Master’s degree in
Administration and Supervision from Florida International University. During her 32 year tenure with M-DCPS, she has worked
as District Instructional Supervisor/Art; Art Coordinator for Region II; Assistant Principal at the elementary, middle and senior
high school levels and has held additional school site leadership positions. She came to Miami Jackson Senior High initially as
one of twelve SUPI participants in the “Superintendents Urban Principal Initiative”. Her professional recognition and awards
additionally include: ACE Scholar/ Scholarship Recipient; Award of Excellence “For Superbly Advancing the Cause of Magnet
Education; Teacher of the Year, Arcola Lake Elementary 1986; Teacher of the Year, Rainbow Park Elementary 1977; Steering
committee member for Region II Assistant Principals; Adjunct Professor at Barry University; State of Florida and Dade County
Textbook Review Committee Member; Professional Development at the national level for the Kennedy Foundation, state and
local art education offices; Lead Writer: “Competency Based Curriculum”, Art/K-12; “CurriculArt-Elementary Art Curriculum”;
and Past Grant Review Committee Member for the Cultural Affairs Office for the City of Miami.
Keisha Johnson-Cabrera, Business Manager
Keisha Johnson-Cabrera attained her Master of Public Administration degree and her Bachelor’s degree in Health Services
Administration from Florida International University. Mrs. Johnson-Cabrera started working at Miami Jackson Senior High
School in 2003. As Business Manager she oversees the financial operations of the school to include internal funds, fundraising,
grants and school based budgets. Additionally, her responsibilities include oversight of payroll, purchasing, property inventory,
technology, and athletic business. Ms. Johnson-Cabrera oversees daily financial transactions in conjunction with the principal and
school treasurer.
• Teacher Mentoring:
Miami Jackson Senior High School's Teacher Mentoring Program ascribes to the policies and procedures set forth in the District’s
PACES manual. At the onset of the school year, new teachers are identified and scheduled to participate in both District and site-
sponsored orientations to familiarize them with Miami Dade County’s policies and procedures to facilitate their success in their
new environments. Annual contract teachers are assigned a Professional Growth Team comprised of members that are mutually
agreed upon by them and the site administration. Mentor teachers are assigned to all teachers new to the school, and they are
provided opportunities so that they can assist annual teachers throughout the year. Each beginning teacher receives a manual to
assist them and they participate in monthly meetings throughout the school year.
• School Advisory Council:
The Educational Excellence School Advisory Council (EESAC) at Miami Jackson Senior High fosters an environment of
professional collaboration among all stakeholders to help create a learning environment that supports the school's vision and
mission. The Council accomplishes this by collaborating with site leadership and council members through the forum of monthly
meetings the third Wednesday of each month where the progress of School Improvement Plans goals are analyzed; available
resources (human and fiscal) are discussed which will facilitate achievement of our goals, and recommendations are made in
keeping with the Plan-Do-Study-Act cycle of the Continuous Improvement Model (CIM).
• Extended Learning Opportunities
Extended learning opportunities include a school wide initiative during an extended school day. All students in grade nine and ten
utilize Reading Plus to increase fluency as well as the Bluford Reading Series used to reinforce the tested benchmarks and to
instill lifelong reading. Grade eleven and twelve students who have not mastered the FCAT benchmarks are also provided guided
lessons. All groups are scheduled by FCAT performance levels and participate in school wide mini-assessments that are used for
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data collection and to help plan for instructional activities. Additional activities include: pullout tutorials, after school tutorials,
Saturday school, summer school and a Thirteenth Year Program. Students who have mastered the required state benchmarks are
afforded the opportunity to take enrichment courses during the extended school day such as: SAT Preparation, African American
History, Psychology, Basketball and dual enrollment courses.
• School Wide Improvement Model
The Continuous Improvement Model (CIM) is used at Miami Jackson Senior High School. It is a data-driven, results oriented
school reform that successfully implements data driven instruction. Members of the leadership team meet to discuss, review and
initiate plans to improve classroom instruction. Components include Curriculum Maps and Instructional Focus Calendars.
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GOAL 1: READING
Alignment of Objective to the Florida Department of Education and the District Strategic Plan
Florida Education Priorities
(1000.3(5)(a)-(f), F.S.)
Learning and completion at all
levels, including increased high
school graduation and readiness
for postsecondary education
Student PerformanceAlignment of Standards
and ResourcesEducational Leadership Workforce Education
Parental, Student, Family,
Educational Institution, and
Community Involvement
Miami-Dade County Public Schools
District Strategic Plan
Ensure achievement of high
academic standards by all
students.
Develop our students so that
they are able to successfully
compete in the global economy.
Actively engage family and
community members to become
our partners in raising and
maintaining high student
achievement.
Reform business practices to
ensure efficiency, effectiveness
and high ethical standards.
Recruit, develop and retain
high-performing, diverse, and
motivated faculty and staff.
GOAL 1 STATEMENT:
Increase Reading performance of all NCLB populations.
Needs Assessment
An assessment of data reveals that 94 percent of grade nine and ten students are still reading below grade level.
Specifically, the majority of Level 1 students in grades nine and ten are reading two or more grade levels below their
current grade level and require additional intensive instruction in fluency, comprehension, and context clues. Based
on the 2005 FCAT results, students in grade nine are most successful with comparisons, which increased 15 percent
in the past two years, and words and phrases, which increased seven percent in the last year. Conversely, they need
additional help with main idea and author's purpose. Their greatest area of reading need, however, is in the reference
cluster. Trends indicate that the number of students in FCAT Level 1 Reading in grade nine has remained the same
and students in FCAT Level 3 and FCAT Level 4 has remained the same for the past two years. The students in
grade ten decreased their scores in comparison, words and phrases and research clusters. Their performance in main
idea reveals the need for additional help in this area. On the average, students performed at 37 percent mastery in this
area.
NCLB SUBGROUP TARGET
TOTAL WHITE BLACK HISPANIC ASIAN
NATIVE
AMERICAN
F/R LUNCH LEP SWD LEVEL I LOWEST 25% OTHER
GRADUATIO
N RATE
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Measurable Objective
Given instruction based on the Sunshine State Standards, students in grades nine and ten will improve
their reading skills as evidenced by 44 percent scoring at a Level 3 or higher on the 2006 administration of
the FCAT Reading Test.
Given instruction based on the Sunshine State Standards, Black students will improve their reading skills
as evidenced by 44 percent scoring at a Level 3 or higher on the 2006 administration of the FCAT
Reading Test.
Given instruction based on the Sunshine State Standards, Hispanic students will improve their reading
skills as evidenced by 44 percent scoring at a Level 3 or higher on the 2006 administration of the FCAT
Reading Test.
Given instruction based on the Sunshine State Standards, students receiving free or reduced lunch will
improve their reading skills as evidenced by 44 percent scoring at a Level 3 or higher on the 2006
administration of the FCAT Reading Test.
Given instruction based on the Sunshine State Standards, Limited English Proficient students will improve
their reading skills as evidenced by 44 percent scoring at a Level 3 or higher on the 2006 administration of
the FCAT Reading Test.
Given instruction based on the Sunshine State Standards, Students with Disabilities will improve their
reading skills as evidenced by 44 percent scoring at a Level 3 or higher on the 2006 administration of the
FCAT Reading Test.
Action Steps
STRATEGIESPERSONS RESPONSIBLE
(Identify by titles)
TIMELINE
START END
Using the Continuous Improvement Model(CIM),
apply the data collected to assist classroom
teachers in providing for differentiated instruction
and monitoring of student progress.
Administrators
Test Chair
Reading Coaches
English Teachers
Reading Teachers
10/3/2005 5/19/2006
Implement an intervention program that includes in
school pullout tutorials to provide assistance for
students in the lowest 25%.
Administrators
Reading Coaches
10/3/2005 5/19/2006
Implement an intervention program during the
school day for grades nine and ten Level 1 students
using READ 180 and Level 2 students using Read
XL.
Administrators
Reading Coaches
Reading Teachers
8/1/2005 5/19/2006
Implement a school wide program for grade nine
and ten students using Reading PLUS weekly to
increase reading fluency.
Administrators
Reading Coaches
Eighth Period Teachers
10/11/2005 5/19/2006
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Administer bi-weekly assessments aligned to the
Sunshine State Standards tested benchmarks and
implement a data management system, Edusoft to
score assessments and generate disaggregated data
reports.
Administrators
Reading Coaches
Eighth Period Teachers
9/6/2005 5/19/2006
Utilizing the extended school day and the extended
school year to provide assistance for schoolwide
literacy initiatives.
Administrators
Reading Coaches
Mathematics Coach
8/1/2005 5/19/2006
Infuse CRISS strategies throughout reading
instruction.
Administrators
Reading Coaches
Teachers
9/5/2005 5/19/2006
Research-Based Programs
Programs: Scholastic READ 180, McDougal-Littell Language of Literature, Scholastic READ XL and
Reading PLUS
Assessments: Gates MacGinitie, Oral Fluency Probe (ORF), and Diagnostic Assessments of Reading
(DAR)
Interventions: Reading PLUS, Peterson' Online FCAT Preparation, Kaplan FCAT Series, ESOL: Visions-
Thompson/Heinle, and CRISS
Professional Development
Using the School Improvement Zone organizational structure, professional development will be provided
to teachers and appropriate staff. Trainings will include the core reading program, intervention programs,
and assessments used at the senior high school level as follows: McDougal-Littell Language of Literature,
READ 180, Read XL, Oral Fluency Probe (ORF) and Diagnostic Assessments of Reading (DAR).
Provide professional development that will enable school-site administrators to support the school-wide
literacy plan that include: CReating Independence through Student-owned Strategies (CRISS), DART, and
the Continuous Improvement Model (CIM).
The School Improvement Zone curriculum support specialists and school-site reading coaches will
provide on-going professional development to teachers in grades nine through twelve in the
implementation of best practices in differentiated instruction. Training will occur during common
planning time, after school and on Saturdays.
Page 17
10/31/2005
Evaluation
The Oral Fluency Probe(ORF)will be used to screen students each nine weeks. Students that do not show
progress at the end of the second administration of the ORF will be administered the Diagnostic
Assessments of Reading (DAR) for diagnostic information. Mini-assessments will be used for progress
monitoring as well as the data obtained through READ 180. Additional data will be collected through the
extended day assessments. The final evaluation will be the results of the 2006 FCAT Reading Test.
Page 18
10/31/2005
GOAL 2: MATHEMATICS
Alignment of Objective to the Florida Department of Education and the District Strategic Plan
Florida Education Priorities
(1000.3(5)(a)-(f), F.S.)
Learning and completion at all
levels, including increased high
school graduation and readiness
for postsecondary education
Student PerformanceAlignment of Standards
and ResourcesEducational Leadership Workforce Education
Parental, Student, Family,
Educational Institution, and
Community Involvement
Miami-Dade County Public Schools
District Strategic Plan
Ensure achievement of high
academic standards by all
students.
Develop our students so that
they are able to successfully
compete in the global economy.
Actively engage family and
community members to become
our partners in raising and
maintaining high student
achievement.
Reform business practices to
ensure efficiency, effectiveness
and high ethical standards.
Recruit, develop and retain
high-performing, diverse, and
motivated faculty and staff.
GOAL 2 STATEMENT:
Increase Mathematics performance of all NCLB populations.
Needs Assessment
An assessment of data reveals that nearly 74 percent of students in grades nine and ten are not performing
proficiently in math. Specifically, the needs assessment reveals that while students require intense remediation in all
the tested benchmarks, the greatest area for grade nine students is Geometry, where the average score revealed that
only 27 percent of the questions were answered correctly, and the greatest need for grade ten students is
Measurement where the average score revealed that only 20 percent of the questions were answered correctly.
Trends indicate that grade nine students remained the same in Measurement, Geometry and Algebraic Thinking,
while declining in both Number Sense and Data Analysis. Grade ten students increased in Number Sense but
declined in both Measurement and Algebraic Thinking.
The percentage of students in FCAT Level 1 mathematics remained the same for the last two years. However, the
number of grade nine students achieving Level 4 improved by three percent. In addition, the number of students
making Learning Gains increased by two percent and the number of students meeting high standards in math also
increased by two percent. This indicates a need to increase the performance of those students in the bottom quartile.
NCLB SUBGROUP TARGET
Page 19
10/31/2005
TOTAL WHITE BLACK HISPANIC ASIAN
NATIVE
AMERICAN
F/R LUNCH LEP SWD LEVEL I LOWEST 25% OTHER
GRADUATIO
N RATE
Page 20
10/31/2005
Measurable Objective
Given instruction based on the Sunshine State Standards, students in grades nine and ten will improve
their mathematics skills as evidenced by 50 percent scoring at a Level 3 or higher on the 2006
administration of the FCAT Mathematics Test.
Given instruction based on the Sunshine State Standards, Black students will improve their mathematics
skills as evidenced by 50 percent scoring at a Level 3 or higher on the 2006 administration of the FCAT
Mathematics Test.
Given instruction based on the Sunshine State Standards, Hispanic students will improve their
mathematics skills as evidenced by 50 percent scoring at a Level 3 or higher on the 2006 administration of
the FCAT Mathematics Test.
Given instruction based on the Sunshine State Standards, students receiving free or reduced lunch will
improve their mathematics skills as evidenced by 50 percent scoring at a Level 3 or higher on the 2006
administration of the FCAT Mathematics Test.
Given instruction based on the Sunshine State Standards, Limited English Proficient students will improve
their mathematics skills as evidenced by 50 percent scoring at a Level 3 or higher on the 2006
administration of the FCAT Mathematics Test.
Given instruction based on the Sunshine State Standards, Students with Disabilities will improve their
mathematics skills as evidenced by 50 percent scoring at a Level 3 or higher on the 2006 administration of
the FCAT Mathematics Test.
Action Steps
STRATEGIESPERSONS RESPONSIBLE
(Identify by titles)
TIMELINE
START END
Administer bi-weekly assessments aligned to the
Sunshine State Standards tested benchmarks and
implement a data management system, Edusoft to
score assessments and generate disaggregated data
reports.
Administrators
Test Chair Mathematics Coach
Mathematics Teachers
9/6/2005 5/19/2006
Using the Continuous Improvement Model (CIM),
apply the data collected to assist classroom
teachers in providing for differentiated instruction
and monitoring of student progress.
Administrators
Test Chair
Mathematics Coach
Mathematics Teachers
9/6/2005 5/19/2006
Implement an intervention program that includes in
school pullout tutorials to provide assistance for
students in the lowest 25%.
Administrators
Mathematics Coach
Mathematics Teachers
Mathematics Assistants
10/10/2005 5/19/2006
Implement a peer tutoring after school program for
all students.
Administrators
Mathematics Coach
Mathematics Teachers
10/3/2005 5/19/2006
Page 21
10/31/2005
Implement an intervention program during the
school day for grades nine and ten Level 1 and
Level 2 students using the Cognitive Tutor
program in Intensive Math classes.
Administrators
Mathematics Coach
Intensive Math teachers
10/17/2005 5/19/2006
Utilize a variety of teaching stratgies that will
include CRISS, hands-on, and manipulative
instruction.
Administrators
Mathematics Coach
Mathematics Teachers
9/12/2005 5/19/2006
Utilizing the extended school day and the extended
school year to provide assistance for schoolwide
literacy initiatives.
Administrators
Mathmatics Coach
8/1/2005 5/19/2006
Implement a pullout program during the school day
for grades nine and ten students who are within 25
points of the next higher FCAT level.
Administrators Home Language
Assistant Tutor
Mathematics Coach
10/3/2005 5/19/2006
Research-Based Programs
Programs: Prentice Hall–Algebra I and Algebra II, McDougal Littell–Geometry textbook series, Cognitive
Tutor, and Riverdeep
Assessments: Cognitive Tutor Assessment, Riverdeep Assessment, Prentice Hall Assessment, and
McDougal-Littell Assessment
Interventions: Peterson' Online FCAT Preparation, Kaplan FCAT Series, Riverdeep and Cognitive Tutor
Professional Development
Using the School Improvement Zone organizational structure, professional development will be provided
to teachers and appropriate staff. Trainings will include intervention programs and assessments used at the
senior high school level as follows:
Provide professional development that will enable school-site administrators to support the school-wide
literacy plan that include: CReating Independence through Student-owned Strategies (CRISS), DART, the
Continuous Improvement Model (CIM), Curriculum Maps, and the use of graphing calculators.
The School Improvement Zone curriculum support specialists and school-site mathematics coaches will
provide on-going professional development to teachers in grades nine through twelve in the
implementation of best practices in differentiated instruction. Training will occur during common
planning time, after school and on weekends.
Page 22
10/31/2005
Evaluation
For students enrolled in intensive mathematics courses, FCAT performance levels were used for
identification. The students will be assessed each month using benchmarks tests. Mini-assessments will
be used for progress monitoring as well as the data obtained through the Cognitive Tutor. This data will
be used to redirect classroom instruction and provide information for tutorials. Additional data will be
collected through the extended day assessments. The final evaluation will be the results of the 2006 FCAT
Mathematics Test.
Page 23
10/31/2005
GOAL 3: WRITING
Alignment of Objective to the Florida Department of Education and the District Strategic Plan
Florida Education Priorities
(1000.3(5)(a)-(f), F.S.)
Learning and completion at all
levels, including increased high
school graduation and readiness
for postsecondary education
Student PerformanceAlignment of Standards
and ResourcesEducational Leadership Workforce Education
Parental, Student, Family,
Educational Institution, and
Community Involvement
Miami-Dade County Public Schools
District Strategic Plan
Ensure achievement of high
academic standards by all
students.
Develop our students so that
they are able to successfully
compete in the global economy.
Actively engage family and
community members to become
our partners in raising and
maintaining high student
achievement.
Reform business practices to
ensure efficiency, effectiveness
and high ethical standards.
Recruit, develop and retain
high-performing, diverse, and
motivated faculty and staff.
GOAL 3 STATEMENT:
Increase writing performance of all NCLB populations.
Needs Assessment
The results of assessment of students’ writing skills on the state assessment show little growth in the last three years.
An analysis of student writing performance data reveals the following trends among grade ten students at Miami
Jackson Senior High School; there was no performance growth in expository writing. The mean score remained at
3.3 for three consecutive years. However, there was steady growth in persuasive writing. The mean score increased
two-tenths of a point for three consecutive years from a 3.2 in 2002-2003 to a 3.6 in 2004-2005. There was no
change in overall mean score in writing.
NCLB SUBGROUP TARGET
TOTAL WHITE BLACK HISPANIC ASIAN
NATIVE
AMERICAN
F/R LUNCH LEP SWD LEVEL I LOWEST 25% OTHER
GRADUATIO
N RATE
Page 24
10/31/2005
Measurable Objective
Given instruction based on the Sunshine State Standards, students in grade ten will improve their writing
skills as evidenced by 81 percent of the students achieving high standards of 4.0 or above on the 2006
administration of the FCAT Writing Plus Test.
Action Steps
STRATEGIESPERSONS RESPONSIBLE
(Identify by titles)
TIMELINE
START END
Use random samples of student state scored writing
papers from 2005 for classroom instruction and
writing practice.
Administrators
Writing Teachers
10/3/2005 5/19/2006
Provide writing workshops for students that will
focus on peer scoring utilizing the holistic scoring
method.
Administrators
Reading Coaches
Writing Teachers
10/3/2005 5/19/2006
Administer District writing prompts using
Learning Express to monitor student progress and
drive instruction.
Administrators
Reading Coaches
Writing Teachers
10/3/2005 5/19/2006
Utilize CRISS strategies to infuse writing across
the curriculum.
Administrators
All Teachers
10/19/2005 5/19/2006
Provide professional development for teachers that
will enable them to implement holistic rubric
scoring and effective writing strategies.
Administrators
Reading Coaches
Writing Teachers
9/6/2005 5/19/2006
Develop a school wide Instructional Focus
Calendar with focus on the Writing SSS.
Administrators
Reading Coaches
Writing teachers
10/17/2005 5/19/2006
Utilize the extended school day and the extended
school year to provide assistance for schoolwide
literacy initiatives.
Administrators
Reading Coaches
8/1/2005 5/19/2006
Research-Based Programs
Programs: CRISS
Page 25
10/31/2005
Professional Development
Using the School Improvement Zone organizational structure, professional development will be provided
to writing teachers and appropriate staff. Trainings will include Learning Express, Holistic Scoring, Peer
Editing, and Effective Writing Strategies. Additional professional development will include, Best
Practices, FCAT Writing Strategies, Continuous Improvement Model, Reciprocial teaching and CRISS.
Evaluation
For grade ten students enrolled in writing courses and grade nine students enrolled in English classes,
students performance on the 2006 FCAT Writing Plus Test will be used as the final evaluation. Monthly
writing prompts throughout the school year will be used to monitor student progress and to drive
instruction. School wide data will be collected to monitor overall progress.
Page 26
10/31/2005
GOAL 4: SCIENCE
Alignment of Objective to the Florida Department of Education and the District Strategic Plan
Florida Education Priorities
(1000.3(5)(a)-(f), F.S.)
Learning and completion at all
levels, including increased high
school graduation and readiness
for postsecondary education
Student PerformanceAlignment of Standards
and ResourcesEducational Leadership Workforce Education
Parental, Student, Family,
Educational Institution, and
Community Involvement
Miami-Dade County Public Schools
District Strategic Plan
Ensure achievement of high
academic standards by all
students.
Develop our students so that
they are able to successfully
compete in the global economy.
Actively engage family and
community members to become
our partners in raising and
maintaining high student
achievement.
Reform business practices to
ensure efficiency, effectiveness
and high ethical standards.
Recruit, develop and retain
high-performing, diverse, and
motivated faculty and staff.
GOAL 4 STATEMENT:
Increase science performance of all students tested.
Needs Assessment
Results from the March 2005 Florida Comprehensive Assessment Test for science indicate that on average Miami
Jackson Senior High students were seven percentage points below the district’s mean score in each cluster. The
District’s mean scale score was 275; however, Miami Jackson Senior High School’s mean score was 242. Results
reveal that students are deficient in all four science clusters with the weakest areas being Physical/Chemical and
Life/Environmental. Only 29 percent of the questions were answered correctly in both clusters. Trends indicate that
FCAT Science scores for Earth/Space and Physical/Chemical areas were identical to the 2003-2004 results.
Conversely, the scores for the Scientific Thinking and Life/ Environmental decreased by three percent and four
percent respectively. This data indicates that emphasis needs to be placed on Physical/Chemical and
Life/Environmental.
Page 27
10/31/2005
Measurable Objective
Given instruction based on Sunshine State Standards, students in grade 11 will improve their Science
skills as evidenced by an increase in the mean scale score to meet or exceed the District’s mean scale
score.
Action Steps
STRATEGIESPERSONS RESPONSIBLE
(Identify by titles)
TIMELINE
START END
Incorporate laboratory activities that will enhance
student scientific thinking, critical thinking and
reading comprehension.
Administrators
Science Department Chair
Science Teachers
10/3/2005 5/19/2006
Implement FCAT Science Dailies for 11th Grade
students.
Administrators
Science Department Chair
Science teachers
10/9/2005 5/19/2006
Increase student participation in developing
science fair projects.
Administrators
Science Department Chair
Science Teachers
9/6/2005 2/1/2006
Incorporate CRISS strategies daily to enhance the
reading skills of students within the science content
area.
Administrators
Science Department Chair
Science Teachers
9/6/2005 5/19/2006
Use departmental curriculum maps and
instructional focus calendars to ensure that all
Sunshine State Standards’ tested benchmarks are
implemented prior to February 2006.
Administrators
Science Department Chair
Science Teachers
10/3/2005 5/19/2006
Engage students in scientific investigations through
science projects and exhibits.
Administrators
Science Department Chair
Science Teachers
10/17/2005 5/19/2006
Utilizing the extended school day and the extended
school year to provide assistance for schoolwide
literacy initiatives.
Administrators
Science Department Chair
8/1/2005 5/19/2006
Research-Based Programs
Programs: Riverdeep and Sci-Tech
Interventions: FCAT Science Dailies, CRISS, SECME and SEMAA
Page 28
10/31/2005
Professional Development
Professional development will include workshops sponsored by the District and regional center as well as
in school inservices that include: Sci-Tech, Curriculum Mapping, Riverdeep, CRISS, Continuous
Improvement Model and DART. Professional Development will be provided during the school day, after
school and on Saturdays.
Evaluation
The evaluation component will include the student performance on the 2006 FCAT Science Test as the
final data of evaluation. Progress monitoring will be conducted through monthly assessments,
teacher/department subject area-devised assessments, laboratory logs and science fair projects.
Page 29
10/31/2005
GOAL 5: PARENTAL INVOLVEMENT
Alignment of Objective to the Florida Department of Education and the District Strategic Plan
Florida Education Priorities
(1000.3(5)(a)-(f), F.S.)
Learning and completion at all
levels, including increased high
school graduation and readiness
for postsecondary education
Student PerformanceAlignment of Standards
and ResourcesEducational Leadership Workforce Education
Parental, Student, Family,
Educational Institution, and
Community Involvement
Miami-Dade County Public Schools
District Strategic Plan
Ensure achievement of high
academic standards by all
students.
Develop our students so that
they are able to successfully
compete in the global economy.
Actively engage family and
community members to become
our partners in raising and
maintaining high student
achievement.
Reform business practices to
ensure efficiency, effectiveness
and high ethical standards.
Recruit, develop and retain
high-performing, diverse, and
motivated faculty and staff.
GOAL 5 STATEMENT:
Increase parental involvement in regards to academic, attendance and overall school-wide activities.
Needs Assessment
An analysis of parental involvement data taken from the Title I Parent Surveys at Miami Jackson Senior High School
indicate the need for information regarding their children’s progress and requests for teacher conferences. The 2004-
2005 School Climate Surveys show that parents believe there is a need for higher academic standards. In addition,
with the implementation of the electronic gradebook, there is a need in instructing parents in the procedures to access
their children’s grades.
Page 30
10/31/2005
Measurable Objective
Given the school wide emphasis on parental and community involvement, the school will demonstrate a
five percent increase in parental and community interaction as evidenced by comparing the parent
attendance rosters for the 2004-2005 and 2005-2006 school years.
Action Steps
STRATEGIESPERSONS RESPONSIBLE
(Identify by titles)
TIMELINE
START END
Increase communications in three languages with
parents in regards to school-related activities (i.e.
open house, parent workshops, parental resource
center, The Parent Academy, and student
performances).
Administrators
Activities Director
Community Involvement Specialist
(CIS)
Social Worker
10/3/2005 5/19/2006
Provide workshops for parents on how to access
the electronic gradebook.
Administrators
Computer Specialist
1/18/2006 5/19/2006
Re-establish the Parent Teacher Student
Association (PTSA) to encourage participation in
decison making.
Administrators
PTSA President
Community Involvement Specialist
(CIS)
10/3/2005 5/19/2006
Provide parents with information about The Parent
Academy and other literacy initiatives that promote
personal growth.
Administrators
Activities Director
Social Worker
Community Involvement Specialist
(CIS)
9/6/2005 5/19/2006
Initiate monthly a “Second Cup of Coffee” chats to
promote the Miami Jackson Parent Resource
Center.
Administrators
Activities Director
Community Involvement Specialist
(CIS)
Social Worker
Reading/Mathematics Coaches
10/3/2005 5/19/2006
Utilize the CIS and social worker weekly to make
telephone and home visits that establish
communication between home and school to
increase parent involvement and awareness.
Administrators
Community Involvement Specialist
(CIS)
Teachers
Social Worker
9/6/2005 5/19/2006
Distribute monthly parent newsletters to heighten
parent awareness of student related issues.
Administrators
Activities Director
Media Specialists
CIS
Reading Coaches
10/3/2005 5/19/2006
Encourage and promote increased community
involvement through collaboration with Dade
Adminstrators
CIS
10/17/2005 5/19/2006
Page 31
10/31/2005
Partners and the School Volunteer Program and
other local family-oriented initiatives.
Social Worker
Activities Director
Research-Based Programs
Programs: National Standards of Parental and Family Involvement Program, and Passport to Success
Professional Development
The Community Involvement Specialists and selected staff members will attend all District Advisory
Council meetings, Truancy Intervention Program training, monthly CIS meetings, and Title I meetings
and workshops.
Evaluation
Evaluations will be based upon the parent attendance rosters, PTSA Membership, parent attendance at
school-related activities as evidenced by comparing the attendance rosters for the 2004-2005 and 2005-
2006 school years.
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10/31/2005
GOAL 6: DISCIPLINE & SAFETY
Alignment of Objective to the Florida Department of Education and the District Strategic Plan
Florida Education Priorities
(1000.3(5)(a)-(f), F.S.)
Learning and completion at all
levels, including increased high
school graduation and readiness
for postsecondary education
Student PerformanceAlignment of Standards
and ResourcesEducational Leadership Workforce Education
Parental, Student, Family,
Educational Institution, and
Community Involvement
Miami-Dade County Public Schools
District Strategic Plan
Ensure achievement of high
academic standards by all
students.
Develop our students so that
they are able to successfully
compete in the global economy.
Actively engage family and
community members to become
our partners in raising and
maintaining high student
achievement.
Reform business practices to
ensure efficiency, effectiveness
and high ethical standards.
Recruit, develop and retain
high-performing, diverse, and
motivated faculty and staff.
GOAL 6 STATEMENT:
Decrease the number of outdoor suspensions.
Needs Assessment
According to the District Wide Outdoor Suspension Statistics Report from the Department of Special Programs -
Office of Alternative Education and Dropout Prevention Programs, Miami Jackson Senior High School has the
highest outdoor suspension record of all Region IV high schools. In addition, the Florida Department of Education's
Florida School Indicators Report indicates that the majority of incidents of crime and violence are due to fighting and
harassment and make up 71 percent of school's total incidents.
Page 33
10/31/2005
Measurable Objective
Given an emphasis on a safe and orderly environment, student behavior will improve as evidenced by a
ten percent decrease in the number of outdoor suspensions during the 2005–2006 school year as compared
to the 2004–2005 school year.
Action Steps
STRATEGIESPERSONS RESPONSIBLE
(Identify by titles)
TIMELINE
START END
Conduct grade level orientations to review the
Student Code of Conduct and school expectations.
Administrators
Counselors
8/10/2005 2/6/2006
Implement the Alternative Intervention Program
(AIP) and offer counseling to students that are
habitually referred for corrective behavior.
Administrators
TRUST Counselor
Counselors
9/14/2005 5/19/2006
Initiate parent/student behavior contracts in lieu of
outdoor suspensions.
Administrators
SCSI Instructor
9/1/2005 5/19/2006
Develop a plan to decrease the number of written
referrals and tardies.
Administrators 8/8/2005 5/19/2006
Increase the use of the peer mediation program to
in the school wide discipline and safety plan.
Administrators
TRUST Counselor
10/3/2005 5/19/2006
Provide professional develop for all staff members
that include the Code of Student Conduct and the
Alternative Intervention Program.
Administrators
TRUST Counselor
10/24/2005 4/28/2006
Research-Based Programs
Programs: Safe Drug Free Schools and Project PROUD
Professional Development
Using the School Improvement Zone organizational structure, professional development will be provided
to teachers and appropriate staff training will include, Classroom Management and Code of Student
Conduct. The TRUST Counselor will provide training on the Alternative Intervention Program.
Evaluation
Evaluation will be based upon comparing the outdoor suspenion rate of the 2005-2006 school year with
the 2004-2005 school year.
Page 34
10/31/2005
GOAL 7: TECHNOLOGY
Alignment of Objective to the Florida Department of Education and the District Strategic Plan
Florida Education Priorities
(1000.3(5)(a)-(f), F.S.)
Learning and completion at all
levels, including increased high
school graduation and readiness
for postsecondary education
Student PerformanceAlignment of Standards
and ResourcesEducational Leadership Workforce Education
Parental, Student, Family,
Educational Institution, and
Community Involvement
Miami-Dade County Public Schools
District Strategic Plan
Ensure achievement of high
academic standards by all
students.
Develop our students so that
they are able to successfully
compete in the global economy.
Actively engage family and
community members to become
our partners in raising and
maintaining high student
achievement.
Reform business practices to
ensure efficiency, effectiveness
and high ethical standards.
Recruit, develop and retain
high-performing, diverse, and
motivated faculty and staff.
GOAL 7 STATEMENT:
Increase the use of technology and computer based programs to enhance student achievement.
Needs Assessment
Results of the STaR School Profile indicate although students have access to technology and use technology, there
needs to be more effective use of technology focused on student achievement and test preparation. The data shows
that Technology Planning and 21st Century Classroom are in the entry stage, Teacher Access to Technology and 21st
Century Learning Tools are in the intermediate stage and all others areas are in the advanced or target stage.
Page 35
10/31/2005
Measurable Objective
Given an emphasis on the use of technology in education, students and teachers will increase their usage
of the technology programs and edusoft reports, as evidence by a five percent increase as compared to the
2004-2005 school year STaR report.
Action Steps
STRATEGIESPERSONS RESPONSIBLE
(Identify by titles)
TIMELINE
START END
Provide professional development for READ 180
for new teachers and on going follow-up training
for veteran teachers.
Administrators
Scholastic Personnel
Reading Coaches
8/1/2005 5/19/2006
Provide professional development on the use and
implementation of the following programs:
Reading Plus, Learning Express, Classroom Inc.,
Cognitive Tutor, SmartBoard and portable lab.
Administrators
Reading Coaches
Math Coach
8/1/2005 5/19/2006
Familiarize teachers and students with software to
assist in remediation and acceleration of student
achievement.
Administrators
Reading Coaches
Math Coach
Test Chairperson
Technologist
8/1/2005 5/19/2006
Provide ongoing school-wide training using the
Electronic Gradebook, Student Performance
Indicators, and Edusoft.
Administrators
Test Chairperson
Math Coach
Reading Coaches
9/6/2005 5/19/2006
Provide professional development for the FCAT
Explorer and school-wide analysis of data for
classroom instruction.
Administrators
Test Chair
Math Coach
Reading Coaches
10/17/2005 5/19/2006
Research-Based Programs
Scholastic READ 180, Learning Express, Reading Plus, Cognitive Tutor, Classroom Inc.
Professional Development
Using the School Improvment Zone organizational structure, professional development will be provided to
appropriate staff that includes: FCAT Explorer, Electronic Gradebook, Student Performance Indicators
(SPI), EduSoft, READ 180, Reading Plus, Learning Express, SmartBoard, Cognitive Tutor, Classroom
Inc. and the mobile lab.
Page 36
10/31/2005
Evaluation
Evaluation will be based on comparing the STaR School Profile report for 2005-2006 to the 2004-2005
school years. Additional data will be collected on student use of computer based programs.
Page 37
10/31/2005
GOAL 8: HEALTH & PHYSICAL FITNESS
Alignment of Objective to the Florida Department of Education and the District Strategic Plan
Florida Education Priorities
(1000.3(5)(a)-(f), F.S.)
Learning and completion at all
levels, including increased high
school graduation and readiness
for postsecondary education
Student PerformanceAlignment of Standards
and ResourcesEducational Leadership Workforce Education
Parental, Student, Family,
Educational Institution, and
Community Involvement
Miami-Dade County Public Schools
District Strategic Plan
Ensure achievement of high
academic standards by all
students.
Develop our students so that
they are able to successfully
compete in the global economy.
Actively engage family and
community members to become
our partners in raising and
maintaining high student
achievement.
Reform business practices to
ensure efficiency, effectiveness
and high ethical standards.
Recruit, develop and retain
high-performing, diverse, and
motivated faculty and staff.
GOAL 8 STATEMENT:
To provide students with the opportunity to attain optimal levels of fitness.
Needs Assessment
An assessment of data from the FITNESSGRAM revealed that 76 percent of students enrolled in Physical Education
classes did not score high enough to receive awards for physical fitness. Based on the 2004-2005 Physical Fitness
results, nine percent of the students performed at the level required to receive the gold award for physical fitness.
Additionally, of the 516 students tested only 73 scored high enough to receive the silver award for physical fitness.
The overall percentage of students who performed at either the gold and silver levels needs to increase on the fitness
test.
Page 38
10/31/2005
Measurable Objective
Given instruction based on the M-DCPS mandated FITNESSGRAM standards, students in grades 9-12
will increase the amount of overall awards by three percent based on the 2005-2006 administration of the
FITNESSGRAM test.
Action Steps
STRATEGIESPERSONS RESPONSIBLE
(Identify by titles)
TIMELINE
START END
Utilizing the FITNESSGRAM, administer the Pre-
test to determine baseline measures in order to
create an effective program.
Administrators
Physical Education Teachers
8/1/2005 5/19/2006
Instruct students on strategic exercises to increase
their stamina for the Post FITNESSGRAM Test.
Administrators
Physical Education Teachers
8/1/2005 5/19/2006
Increase student awareness on the values of how
physical activities relate to fitness and health.
Administrators
Physical Education Teachers
8/1/2005 5/19/2006
Physical Education teachers will develop an action
plan to meet the goals and objectives of fitness and
health.
Administrators
Physical Education Department Chair
Physical Education Teachers
10/17/2005 5/1/2006
Research-Based Programs
Programs: FITNESSGRAM test
Professional Development
Using the School Improvement Zone organizational structure, professional development will be provided
to physical education teachers. Teacher will access the physical education website(www.AAHERD.org)
to learn new trends and techniques to enhance fitness development.
Evaluation
For students enrolled in Physical Education courses, performance levels and mastery of objectives will be
measured by the percent of students who perform high enough to receive gold or silver recognition.
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GOAL 9: ELECTIVES & SPECIAL AREAS
Alignment of Objective to the Florida Department of Education and the District Strategic Plan
Florida Education Priorities
(1000.3(5)(a)-(f), F.S.)
Learning and completion at all
levels, including increased high
school graduation and readiness
for postsecondary education
Student PerformanceAlignment of Standards
and ResourcesEducational Leadership Workforce Education
Parental, Student, Family,
Educational Institution, and
Community Involvement
Miami-Dade County Public Schools
District Strategic Plan
Ensure achievement of high
academic standards by all
students.
Develop our students so that
they are able to successfully
compete in the global economy.
Actively engage family and
community members to become
our partners in raising and
maintaining high student
achievement.
Reform business practices to
ensure efficiency, effectiveness
and high ethical standards.
Recruit, develop and retain
high-performing, diverse, and
motivated faculty and staff.
GOAL 9 STATEMENT:
Increase the number of students taking and successfully completing advanced academic courses and courses in other
special interest areas.
Needs Assessment
According to the College Board Advanced Placement 2005 report 58 percent of the students taking an Advanced
Placement examination did not earn college credit. In addition, the report also shows that the majority of students
taking the test are seniors.
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Measurable Objective
Given emphasis on the benefits of participating in Advanced Academic programs, the number of students
enrolled in honors and Advanced Placement courses will increase by five percent during the 2005-2006
school year as compared to the 2004-2005 school year of five percent schoolwide.
Action Steps
STRATEGIESPERSONS RESPONSIBLE
(Identify by titles)
TIMELINE
START END
Utilize the Testing and Education-Info Trac to
assist students with college, graduate specialty and
career and test preparation.
Administrators
Media Specialist
Counselors
10/3/2005 5/19/2006
Facilitate the awareness of opportunities for
students to enroll in advanced academic programs
as they matriculate from ninth to twelfth grade.
Administrators
Counselors
8/1/2005 5/19/2006
Provide parents with timely knowledge of their
children’s academic program and knowledge of
their progress through AP Night, conferences and
other means of communication with all
information being provided in the home language.
Administrators
Counselors
AP teachers
10/3/2005 5/19/2006
Conduct advanced academic scholar motivational
assemblies to distribute information about the
advanced coursework and opportunities.
Administrators
Counselors
Activities Director
10/3/2005 5/19/2006
Conduct one-on-one consultative session with
students and their parents to encourage their
participation in advanced academic programs.
Administrators
Counselors
8/8/2005 5/19/2006
Utilize the extended day to offer advanced and
special interest courses.
Administrators
Counselors
8/1/2005 5/19/2006
Provide funds to pay for the PSAT for all students
to encourage career planning.
Administrators 10/3/2005 10/14/2005
Research-Based Programs
N/A
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Professional Development
Using the School Improvement Zone organizational structure, professional development will be provided
to counselors and staff members that will support school wide efforts towards increasing enrollment in
advanced courses. Trainings will include: Analysis of PSAT data, Advanced Placement training and Post
Secondary Planning.
Evaluation
The evaluation will be based on comparing the number of students scoring 3 or above on Advanced
Placement exams for the 2005-2006 school year as compared to the 2004-2005 school year.
The evaluation will be based on comparing the number of students enrolled in honors courses for the
2005-2006 school year as compared to the 2004-2005 school year.
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GOAL 10: RETURN ON INVESTMENT
Alignment of Objective to the Florida Department of Education and the District Strategic Plan
Florida Education Priorities
(1000.3(5)(a)-(f), F.S.)
Learning and completion at all
levels, including increased high
school graduation and readiness
for postsecondary education
Student PerformanceAlignment of Standards
and ResourcesEducational Leadership Workforce Education
Parental, Student, Family,
Educational Institution, and
Community Involvement
Miami-Dade County Public Schools
District Strategic Plan
Ensure achievement of high
academic standards by all
students.
Develop our students so that
they are able to successfully
compete in the global economy.
Actively engage family and
community members to become
our partners in raising and
maintaining high student
achievement.
Reform business practices to
ensure efficiency, effectiveness
and high ethical standards.
Recruit, develop and retain
high-performing, diverse, and
motivated faculty and staff.
GOAL 10 STATEMENT:
Miami Jackson Senior High will rank at or above the 90th percentile statewide in the Return on Investment (ROI)
index of value and cost effectiveness of its program.
Needs Assessment
Indicated in the most recent data supplied from the Florida Department of Education, Miami Jackson ranked at the
12th percentile on the State of Florida Return on Investment Index.
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Measurable Objective
Miami Jackson Senior High School will improve its ranking on the State of Florida Return on Investment
(ROI) index publication from the 12th percentile in 2003 to the 14th percentile on the next publication of
the index.
Action Steps
STRATEGIESPERSONS RESPONSIBLE
(Identify by titles)
TIMELINE
START END
Collaborate with the district on resource allocation. Administrators
Business Manager
8/1/2005 5/19/2006
Familiarize staff members with funding sources
and financial expenditures.
Administrators
Activities Director
Business Manager
8/1/2005 5/19/2006
Reconfigure the use of existing resources by taking
advantage of a broader resource base that include
outside agenices.
Administrators
Business Manager
8/1/2005 5/19/2006
Become more informed about the use of the
financial resources in relation to school programs.
Administrators
Business Manager
8/1/2005 5/19/2006
Research-Based Programs
N/A
Professional Development
The principal and business manager will attend all Money Matters and Title I workshops.
Evaluation
On the next State of Florida ROI index publication, Miami Jackson Senior High School will show
progress toward reaching the 14th percentile.
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GOAL 11: GRADUATION (HIGH SCHOOLS ONLY)
Alignment of Objective to the Florida Department of Education and the District Strategic Plan
Florida Education Priorities
(1000.3(5)(a)-(f), F.S.)
Learning and completion at all
levels, including increased high
school graduation and readiness
for postsecondary education
Student PerformanceAlignment of Standards
and ResourcesEducational Leadership Workforce Education
Parental, Student, Family,
Educational Institution, and
Community Involvement
Miami-Dade County Public Schools
District Strategic Plan
Ensure achievement of high
academic standards by all
students.
Develop our students so that
they are able to successfully
compete in the global economy.
Actively engage family and
community members to become
our partners in raising and
maintaining high student
achievement.
Reform business practices to
ensure efficiency, effectiveness
and high ethical standards.
Recruit, develop and retain
high-performing, diverse, and
motivated faculty and staff.
GOAL 11 STATEMENT:
Increase the number of students graduating from high school.
Needs Assessment
According to the No Child Left Behind (NCLB)School Public Accountability Report for 2004-2005, the data show
the following graduation rates for Miami Jackson: Black-47 percent, Hispanic-37 percent, students recieving free or
reduced lunch-44 percent, Limited English Proficient-20 percent and Students with Disabilites-31 percent. This data
indicates an increase in all groups when comparing the last two years except Limited English Proficient students
which showed a one percent decrease. Miami Jackson is 16 percent below the District overall average.
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10/31/2005
Measurable Objective
Given emphasis on the importance and benefits of graduating from high school, the graduation rate will
increase one percent during the 2005-2006 school year as compared to the 2004-2005 school year.
Action Steps
STRATEGIESPERSONS RESPONSIBLE
(Identify by titles)
TIMELINE
START END
Facilitate the use of FCATS.ORG for students in
grades 9 through 12 to assist students in tracking
their graduation requirements.
Administrators
Counselors
10/17/2005 5/19/2006
Facilitate the use of the Graduation Checklist to
assist students in tracking their academic progress.
Administrators
Counselors
10/17/2005 5/19/2006
Monitor nine-week grading reports to provide
assistance to students who need additional
academic counseling and intervention programs.
Administrators
Counselors
10/17/2005 5/19/2006
Conduct one-on-one consultative sessions to advise
students of their overall individual progress
towards meeting graduation requirements.
Adminstrators
Counselors
8/15/2005 5/19/2006
Complete the SSR Readiness Profile and review
for baseline data.
Administrators 10/24/2005 11/30/2005
Review the matrix of courses for the selection of
authorized courses for the selected career academy
theme.
Administrators
Counselors
10/3/2005 1/31/2006
Develop a master schedule to accomodate the
required courses for the small learning
communities.
Administrators
Counselors
2/1/2006 5/12/2006
Implement differentiated professional development
for teachers and administrators to integrate career
theme into content areas.
Administrators 1/2/2006 5/12/2006
Research-Based Programs
N/A
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Professional Development
Using the School Improvement Zone organizational structure, professional development will be provided
to counselors and appropriate staff. Trainings will include: Updated technological resources aimed at
increasing student potential, Determining Student Intervention Needs, Appropriate Progress Monitoring
Methods, Functional Assessment Behavior, Individual Student Success Plans, and TRUST.
Evaluation
Increase in the graduation rate will be monitored through student histories, nine-week grade reports and
counselor logs. The final graduation rate in June of 2006 will be compared to the final graduation rate of
June 2005.
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EESAC Compliance
YES NO The majority of the Board of Directors/EESAC members are not
employed by the school. The Board of Directors SAC is composed ofthe principal, and an appropriately balanced number of teachers,
education support employees, students (for middle, junior high andhigh school only), parents, and other business and community
citizens who are representative of the ethnic, racial, and economiccommunity served by the school.
Budget:
The EESAC actively participates in the budget process. The EESAC consistently allocated EESAC funds to
promote student achievement by means of incentives for demonstrating excellence in academics as measured by the
Sunshine State Standards.
Training:
The ESSAC strongly endorses professional development of teachers and staff related to improving student
performance as measured by the Sunshine State Standards. The ESSAC recommends that all teachers be CRISS
trained to support the School Improvement Plan (SIP).
Instructional Materials:
The EESAC recommended acquisition of instructional materials for the academic objectives of the SIP.
Technology:
The EESAC recommended that educational software and hardware be maintained and upgraded where appropriate to
the SIP. The ESSAC has been informed on technology issues at Miami Jackson and recommends an increase in the
use of technology as a means of promoting parent involvement and student achievement.
Staffing:
The EESAC has been informed about staff issues and procedures for maintaining staff.
Student Support Services:
The EESAC recommended increased parental involvement to meet the objective of the SIP, which require sustained
commitment of the Student Services staff.
Other Matters of Resource Allocation:
The EESAC has allocated funds to be utilized to cover student incentives. In addition, the EESAC is receptive to
requests for funding for activities that will have a direct impact on student achievement.
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Benchmarking:
Members of the EESAC will be provided timely copies of school budget reports.
School Safety & Discipline:
The EESAC recommended the administration to continue efforts to maintain a safe learning environment.
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10/31/2005
This School Improvement Plan has been developed cooperatively by administrators, teachers,parents, students, and business/community representatives. The original signature page, including signatures of all persons listed below, is on file at theRegion Office.
Required Signatures:
_____________________________________________Principal
_____________________________________________
EESAC Chair
_____________________________________________UTD Steward
_____________________________________________
EESAC Parent Representative
_____________________________________________EESAC Business/Community Representative
_____________________________________________
EESAC Student Representative, as applicable
Additionally, the signature of the Region Superintendent/District Administrator certifies that thisplan has been reviewed by appropriate personnel to ensure compliance with state and districtrules.
_____________________________________________Region Superintendent